5.'76-.193

SiMON FRASER UNIVERSITY

9^1 ?

MEMORANDUM

?

COMMITTEE

ON UNDERGRADUATE

?

.

?

From...

SENATE

STUDIES

?

Su6jed....... PROPOSAL FOR .J9INTMAJOR B.A.PROGRAM ?

Date

.

JULY

2.2,

.....

IN_ PSYCHOLOGY _AND _LINGUISTICS

_AND

PHILOSOPHY

?

MOTION: ?

"That Senate approve and recommend approval to the

Board of Governors the proposal, as set forth in

S.75-423, for:-

1.

A Joint Major B.A. Program in Psychology and

Linguistics and Philosophy, and

2.

A Joint Major B.A. Program in Psychology and

• ?

Linguistics and Philosophy with a concentration

in either Psychology or Linguistics or Philosophy,

with requirements as set forth therein."

?

(Notes: ?

1. For specific requirements see pages 7 through 12.

2. If approved, the Programs will be effective commencing

the Fall semester, 1976.)

S

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SiMON FRASER UNIVERSITY

?

MEMORANDUM

To......

SENATE

?

From

SENATE COMMITTEE ON UND1R(ADUATE STUDIES

Subject

..........................................................................

?

Date .....

22ndJuy

?

1.9.7.51.1

?

...............

At its meeting of 20th May, the Senate Committee on

Undergraduate Studies considered the attached proposals for a

Bachelor of Arts degree in Psychology, Linguistics and Philosophy.

This proposal was approved subject to a number of minor changes being made

in the programs; and, now that these changes have been made, the

proposal is forwarded to Senate for its consideration with the

Committee's recommendation that it be approved.

It should be noted that this proposal is divided

into two parts. The first consists of an interdepartmental B.A.in the

study of language with equal concentration in Ps

y

chology, Linguistics

and Philosophy. The degree awarded under this program will be a jdint

major in PLP. The second is an interdisciplinary B.A. in the stud3

of language with a joint major in PLP and a further concentration on

Psychology, Linguistics or Philosophy. It should also be noted that

.

it is anticipated that, if it is approved, the program will not go

in to effect until the Fall semester, 1976.

Jv

I. Mugridge

ams

att.

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,,9 S .

Ate,cjceA

SCis

Sc

PROPOSAL FOR A JOINT—MAJOR B.A. PROGRAMME IN

?

PSYCHOLOGY AND LINGUISTICS AND PHILOSOPHY

AND FOR A JOINT—MAJOR B.A. PROGRAMME IN

S

?

PSYCHOLOGY AND LINGUISTICS AND PHILOSOPHY WITH A CONCENTRATION IN EITHER

PSYCHOLOGY OR LINGUISTICS OR PHILOSOPHY

.

0

.

7-

1

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CONTENTS

1. ?

OUTLINE OF THE PROPOSAL

a. Proposal

b.

Background and Motivation

c.

Benefits of the Programme

d. New Courses for the Programme

e.

Introductory Course and Concluding Seminar

f.

New Faculty for the Programme

g.

Support for the Programme

h.

Administration of the Programme

i. Administrative Budget

j. Library Resources

k.

Originality of the Programme

2. ?

PROGRAMME OUTLINE

•

?

I. Majoring in the Programme

a.

Admission to the Programme - General Information, Freedom of Entry

and Exit

b.

PLP Programme Requirements for Joint-Major (PLP.)

(i)

Lower Levels - Required Courses in Psychology, Linguistcs and

Philosophy

(ii)

Upper Levels - Required and Elective Courses in Psychology,

Linguistics and Philosophy

II. Majoring in the Programme with an additional concentration

Psychology or Linguistics or Philosophy

a. Programme requirements for Joint-Major (PLP.) with additio:

concentration

1.

Psychology Concentration

2.

Linguistics Concentration

3.

Philosophy Concentration

3. ?

ATTACHMENTS

. ?

a. Letters from Chairmen of the Psychology and Philosophy Deparments

and the Linguistics Division of D.M.L.

b. Letters from other Relevant Departments

?

L -

c. Letter from U.B.C.

?

2

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d.

Copy of Student Questionnaire

e.

Course Descriptions

.

S

.

3

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0 ?

OUTLINE OF THE PROPOSAL

(a)

PROPOSED: 1) Interdepartmental B.A. in the study of language with

equal concentration in psychology and linguistics and

philosophy. This will constitute a joint-major (PLP.)

2) Interdepartmental B.A. in the study of language with a

joint-major in PLP. and an additional concentration in

either psychology or linguistics or philosophy. 2

(b) BACKGROUND: ?

In the last 15 years there has been a great surge in the

amount of work on various aspects of language. This work has affected

many fields Including psychology, linguistics, and philosophy as well

as anthropology, communications studies, computer science and sociology.

The extent of the Influence varies from field to field, but the greatest

Impact has been within psychology on the subfields of psycholinguistics,

cognitive psychology, and developmental psychology; within philosophy

on philosophy of language, philosophical logic and philosophy of mind;

and within linguistics on semantics, syntax, phonology and phonetics.

Increasingly, people working within these subfields find

that they use overlapping reading materials and ask closely related

questions in their research and in their teaching. In fact it is becomIn

more and more evident that a great deal of the work being done in these

fields belongs to a common area which cuts across traditional departmental

organization. There are now several journals, each of which publishes

articles In philosophy of language, psycholinguistics, and linguistics.

Furthermore, there is a large number of collections of essays pub-

lished which contain articles from each of these fields. Within Simon

Fraser University, this is reflected in a number of courses which draw

on research being done in these areas.

The authors of this proposal would like to thank Professors N. Swartz

and R. Koopman of the Faculty of Arts Curric"lum Committee for contri-

utions at the initial stages of our discussion.

2

See attached description of the programme for the difference between

1) and 2).

See attached course descriptions. ?

4

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(c)

BENEFITS OF THE PROGRAMME: Presently, courses in the study of language

are spread out over several different departments. One of the benefits

of the programme will be to draw many of them together into a unified

programme and offer to the student a structured and integrated study of

language with a high degree of academic excellence. There are several

career opportunities open to majors in the programme. The directors of

graduate studies in the participating departments indicate that a major

In the programme would be sufficient for entry into their graduate pro-

grammes. Moreover, with the addition of Mathematics 151, a student

majoring in the programme would qualify for admission to the M.Sc. pro-

gramme in the Division of Audiology and Speech of the Faculty of Medicine

at the University of British Columbia

4

, and the director of graduate

studies of this division believes that students majoring in the programze

would qualify for similar programmes elsewhere.

Furthermore, faculty members involved In the programme

will benefit from greater opportunities for cooperative work in researc1i

. ?

and teaching. Finally, since the programme draws on the existing re-

sources of the University, it will not place an additional burden on th

University's funds (beyond a small operating budget) while indicating

the rich diversity of interdepartmental programmes that can be extrapolated

from the existing calendar without the requirement of extra faculty.

(d)

NEW COURSES FOR THE PROGRAMME: At present we do not foresee adding any

courses specifically for the programme which are not already in the

Psychology and Philosophy Departments and Linguistics Division of DML.

(a) INTRODUCTORY COURSE AND CONCLUDING SEMINAR: In a programme of this sort it

is necessary to have a course which introduces the student to the variots

approaches to language represented in the programme and which gives the

student some idea of the different career possibilities offered by conc

trating in the programme. Linguistics 100 can serve this function. In

Addition, at the end of the programme, majors must have a course which

Integrates the different fields to which they have been exposed in the

course of their studies. Psychology 425 can serve this purpose. We ha

.

See the appended letter. In addition the student must have at least

a 3.25 average and high si,ol level physics.

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consulted with the Chairmen of the Psychology Department and of the

Linguistics division of DML about the above proposal and they foresee

no difficulties with It. One alternative approach being considered

for the teaching of these courses is to have them team-taught by a

linguist, a psychologist, and a philosopher, with the linguist having

primary responsibility for Linguistics 100 and the psychologist for

Psychology 425.

(f)

NEW FACULTY FOR THE PROGRAMME: The courses drawn from the Philosophy

Department and the Linguistics Division of DML can be taught by existing

faculty. However, at present there is no permanent psycholinguist in

the Psychology Department to teach psychology courses within the programne.

For the last two years these courses have been taught within the Psycho4gy

Department by visiting faculty and have been very well attended. Prof-

fessor Krebs, the Chairman of the Psychology Department, has Informed

us that there is an independent need for a psycholinguist within the

Psychology Department and that the Psychology Department will be making

• ?

a request for such a position - possibly as a joint appointment in

Psychology and Linguistics (DML).

(g)

SUPPORT FOR THE PROGRAMME: We have submitted the proposal to the Psych-

ology and Philosophy Departments and the Linguistics Division of DML and

have received their strong support.

5

Further, we have discussed the pro-

gramme with the Chairmen of the Biology, Sociology and Anthropology,

Computing Science and Communications Departments. The Chairmen of Bioloy,

Sociology and Anthropology, and Computing Science have given the prograinne

their support while the Chairmen of Biology and Communications have in-

dicated that they have no objection to the programme. Lastly, we have

solicited student interest and opinion from students in Psychology,

Philosophy and Linguistics courses via a questionnaire and found that thre

was a great deal of interest in the programme. Several of the students

indicated that had there been such a programme, they would have chosen

to major in it.6

(h)

ADMINISTRATION OF THE PROGRAMME: The programme will be initially admini-

tered by a committee consisting of one member from each of the participa

1 t-

Ing departments and division elected by their respective departments or

See attached letters from t.ie respective Chairmen.

6

cpmi'l

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S

S

division and by a student elected by the students in the programm On

a two-year rotating basis, one of the faculty members will be chairman oi

the committee and thereby chairman of the programme. The duties of the

committee will be to insure the coordination of the various courses into

an integrated field of study and to offer guidance to students in the

programme. The programme will be represented on the FACC and the head

of the programme will have the responsibility of recommending candidates

to the FACC for the B.A. degree. Furthermore, the faculty teaching in

the programme will be included in the decision-making processes as in

any department or programme. If any decisions require the approval of

the respective departments and division, they will be forwarded to them

for their adjudication.

(i) ADMINISTRATIVE BUDGET: (1) Secretarial and clerical

?

$800.00

(2)

Printing and supplies

?

100.* 00

(3)

Printing and photocopying

?

200.00

(4)

Telephone

?

50.00

Total ?

$1,150.00

We foresee no need in the future to have separate support staff or off ic

space. 'The above costs represent estimates for the start-up of the pro-

gramme. After its initial stages a modest budget will be needed to help

prepare calendar entries, advertisements for the programme, and material

to assist in advising students majoring in the programme.

(j) LIBRARY RESOURCES: The central library holdings are more than adequate to

support the programme.

(k) ORIGINALITY OF THE PROGRAMME: There is no undergraduate programme of

sort proposed available in Canada nor, as far s we have been able to

ascertain, anywhere else in North America.

2. B.A. JOINT-MAJOR PROGRAMME I

?

I

LINGUISTICS AND PHILOSOPHY

?

(PL.

I. MAJORING IN THE PROGRAMME (PLP.)

a. ADMISSION INTO THE PROGRAMME

Any student fulfilling the requirements specified below may enter the

programme.

(i) GENERAL INFORMATION

1. Group requirements: Any student enrolled in this programme will automatL

ically fulfill the Group A and B iquirements in the Faculty of Arts as per

?

7

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SFU Undergraduate Calendar (1975-1976)

PP.

82-83.

2.

Languages other than English: Most graduate schools require some pro-

ficiency in one or two languages other than English. Those who contemplate

graduate studies are advised to include language courses in their programme

3. No more than 15 semester hours should be in courses numbered 300 and

above In the first 60 hours. These cannot count towards the upper level

requirements. (1975-1976 Calendar

p.

80).

(ii) FREEDOM OF ENTRY AND EXIT

Though the programme is highly structured, it does not require student

to commit themselves to It as majors any earlier than other programmes. In

fulfilling the lower level requirements of the PLP. programme, a student

would automatically meet Faculty of Arts distribution and lower level requix

ments. In addition, once embarked on the programme as a major, it is possi i.e

up until the seventh trimester for a student to decide to switch to a major

in any one of the participating departments. Consequently, the student is

not irrevocably locked into the programme at an early stage In his under-

graduate career.

b. PROGRAMS REQUIREMENTS FOR A JOINT-MAJOR (PLP.)

(i) LOWER LEVELS

At least 60 semester hours Including:

1. Psychology ?

101-3 Introductory Psychology. (Required for 300

divis

?

courses)

.

S

Psychology ?

180-3 Brain and Behaviour

Psychology ?

201-3 General Experimental Psychology (Required for 400

division

courses)

Suggested:

Psychology

2. Linguistics

Linguistics

Linguistics

210-3 Data Analysis in Psychology

Total: 9 (12)

130-3 Practical Phonetics (Required for 400

division cous.es)

100-3 Communication and Language (Introductory course to

the PLP. programme)

221-3 Descriptive Techniques (Required for 400

division

courses)

Total: 9 hours

.

?

3. Philosophy ?

100-3 Human Knowledge, its Nature and its Scope (Required for

8

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300 division courses and above)

Philosophy ?

210-3 Elementary Formal Logic (Required for 300 division courses

and above)

Philosophy

?

203-3 Epistemology and Metaphysics (Required for 300 division

courses and above)

Total: 9 hours

(ii) UPPER LEVELS

At least 60 hours of cr

Required Courses

1. Psychology 320-3

Psychology 365-3

Psychology 425-5

d1t including at least 45 hours structured as follows:

Cognitive Processes

Psycholinguistics

Language and Thinking (Upper division integratire

course for the

PLP. programme)

2. Linguistics

403-3 Generative Phonology

Linguistics 404-3 Morphology and Syntax

Linguistics 405-3 Transformational Syntax

Linguistics 406-3 Introduction to Semantics

3.

Philosophy 310-3 Formal Logic

Philosophy 344-3 Philosophy of Language I

Philosophy 444-5 Philosophy of Language II (Prerequisite 344-3)

Total: 34 hours

Elective Courses

At least ONE from each of the following departments:

1.

?

Philosophy

341-3

Philosophy of Science

Philosophy

343-3 Philosophy of Mind

Philosophy

360-5

Seminar I

Philosophy

467-5 Seminar II

2.

?

Psychology

303-3

Perception

Psychology

335-3

Sensation

Psychology

351-3

Child Psychology

Psychology

360-3 Social Psychology

Psychology

401-5

History and Systems

9

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11

.?

3. Linguistics 401-3 Advanced Phonetics

Linguistics 407-3 Historical Linguistics and Dialectology

Linguistics 409-3 Sociolinguistics

Linguistics 422-3 Linguistic Theory

Total: at least 11 hours

.

II. MAJORING IN THE PROGRAMME (JOINT-MAJOR PLP.) WITH AN ADDITIONAL

CONCENTRATION IN PSYCHOLOGY OR LINGUISTICS OR PHILOSOPHY

In addition to taking a Joint-Major PLP. B.A. degree, a student may

choose to concentrate in ONE of the three areas (Psychology or Linguistics

or Philosophy). To do so, a student must take upper division courses

(numbered 300 and above) totalling at least 30 credit hours in one of the

three departments. The minimum of 30 credit hours must, however, be

drawn from the list of required, elective and concentration courses as

specified below..

a. PROGRAMME REQUIREMENTS FOR A JOINT-MAJOR B.A. (PLP.) DEGREE WITH

CONCENTRATION IN PSYCHOLOGY OR LINGUISTICS OR PHILOSOPHY

(1) LOWER LEVELS

The same as set forth in I.a.(i) and I.b.(i) under MAJORING

IN THE PROGRAMME (PLP.) above.

(ii) UPPER LEVELS

The same as set forth in I.b.(ii) under MAJORING IN PROGRAMME

(PLP.) above plus the additional courses listed below (for

each department) to complete the concentration in either

PSYCHOLOGY or LINGUISTICS or PHILOSOPHY.

1. PSYCHOLOGY CONCENTRATION REQUIREMENTS

A Joint-Major B.A. (PLP.) degree with additional concentration in

PSYCHOLOGY requires the completion of the requirements for the Joint-Major

B.A. (PLP.) degree as specified above plus ALL the elective courses in

PSYCHOLOGY listed under I.b.(ii) - which are:

Psychology

303-3

Perception

Psychology

335-3

Sensation

Psychology

351-3

Child Psychology

Psychology

360-3

Social Psychology

Psychology

401-5

Histor y

and Systems

10

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plus ONE other upper division Psychology course:

Suggested: ?

Psychology 302-3 Learning

Total number of credits in Psychology: 31 hours. This is equivalent to

a Psychology Major (as per 1975-1976 Calendar,

pp.

179, 599.)

2.

LINGUISTICS CONCENTRATION REQUIREMENTS

A Joint-Major B.A. (PLP.) degree with additional concentration in

LINGUISTICS requires the completion of the requirements for the Joint-

Major B.A. (PLP.) degree as specified above plus ALL elective courses in

LINGUISTICS listed under I.b.(ii) above - which are:

Linguistics 401-3 Advanced Phonetics

Linguistics 407-3 Historical Linguistics and Dialectology

Linguistics 409-3 Sociolinguistics

Linguistics 422-3 Linguistic Theory

plus any TWO of the following courses:

Linguistics 408-3 Field Linguistics

Linguistics 410-3

Applied Linguistics

Linguistics

402-3 Phonemics

Total number of credits in Linguistics: 30 hours. That is equivalent to

a Linguistics major (as per 1975-1976 Calendar,

p.

143).

3.

PHILOSOPHY CONCENTRATION REQUIREMENTS

A Joint-Major B.A. (PLP.) degree with additional concentration in

PHILOSOPHY requires the completion of the requirements for the Joint-

Major B.A. (PLP.) degree as specified above plus ALL elective courses

in PHILOSOPHY listed under I.b.(ii) above - which are:

Philosophy ?

341-3 Philosophy of Science

Philosophy ?

343-3 Philosophy of Mind

Philosophy ?

360-5 Seminar I

Philosophy

?

467-5 Seminar II

plus ONE other upper division course selected from the following:

Philosophy

?

340-3 Philosophical Methods

Philosophy ?

314-3 Topics in Logic I

Philosophy ?

410-5 Inductive Logic

.

?

Philosophy ?

354-3 Descartes and Rationalism

Philosophy

?

355-3 Hume and Empiricism

Philosophy ?

445-5 Theories of Explanation.

11

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Total number of credits in Philosophy: 30-32 hours. This is NOT equivalent

to a Philosophy Major without (i) either Philosophy 120-3 or 421-5 and

(ii) either Philosophy 340-3 or 344-3 (as per 1975-1976 Calendar

pp.

163,

899).

is

.

12

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Pace 4

ESTIL suQuEcr: or 1EQUIRED COURSES (Starting

Level 1

Level ?

Courses ?

Level ?

Courses

Psych.

Phil.

Ling.

Psyh.

Phil. Ling.

1

101

100

100

5

320

310

406

2

201

203

130

6

403

3

180

210

221

7

425

444

404

4

365 (210)

344

405

8

UGGi.STE SEQUENCE OF REQUIRED COURSES (Starting Level 3)

Level ?

Courses

Level ?

Courses

•

Psych.

Phil.

Ling.

Psych.

Phil.

Ling.

3

101, 180

100 100, 13

5

6

365_

344

405

320

310

406

4 201, ?

(210)

203, 210

221

7

8

425

444

403

F404

.•.

13

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ATTACHMENTS . a.,b.,c..

14

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SIMON FRASER UNIVERSITY

I)I PAR IMI NT

or

PHILOSOPHY

?

BLIRNARY 7, RRIUISH (OI.UMUIA

Telephone 291-3111 Aeca code 601

December 11, 1974

To whom it May Concern;

The Department of Philosophy supports the proposed programme

in Philosophy, Linguistics, and Psychology.

Sincerely yours,

U

Larry Res1c Chairman,

Departmen/ of Philosophy.

LR/ mn

0

Fl

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.? S

SIMON FRASER UNIVERSITY, BURNABY 2, Bc

DEPARTMENT OF MODERN LANGuAGL

291

31

November 25, 1275

TO 9!O1 IT MY CONCEIW

The Lint;

ujstjcs Division of the D. N. L. has fully

endorsed the aims and structure of the proposed PLP

programme.

Sincerely yours,

T

E. Wyn Poberts

Chairman, Liji',uis tics

.

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.

V

?

SIMON FRASER UNIVERSITY, N1IINAD S C CANADA

?

VA ?

1;

?

Of-FICI OF 1111. CHAIRMAN, [)EPAUIMt Ni

k

I Fill SN I AN;IIA;I

?

i

November 22, 1974.

TO WHOM IT MAY CONCERN:

As Chairman of the Department of Modern Langu-

ages, I fully endorse the proposed B.A. prograrn.in

• ?

Psychology, Linguistics and Philosophy.

I append a copy of the Minutes of the DML

Plenary Committee which states that the Department,

as a whole, has similarly and enthusiastically

endorsed this proposal.

Sincerely yours,

CPB/bg ?

Dr. Ch. P. Bouton,

Chairman, DML.

.

Iv

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Minut-os of the DM', rh-nar.y Meeting held on Tuesday, July 2]rd,

1974 at 12:30 p.m. in Poom 7202-CB.

,—, io

Present: Ch. P. Bouton, Chairman,

A. Altmann

B.E. Bartlett

P.C.

Del'.rmond

Foley

(uiraiid

H.M. 1iamirer1y

H. B. Jackson

B.E. Newton

E.W. Roberts

G.M.H. Shoolbraid

J. Viswanathan

The Meeting came to order at 12:45 p.m.

1.

Approval of the Agenda

The agenda was approved.

2.

Approval of the Minutes of June 25, 1974

On Page 1, 4-b, Dr. Roberts requested that "Dr. Saint-Jacques also"

be amended to read "Dr. l3outon". In the same paragraph, Prof. Shoo]braid

pointed out that in the last sentence the word "in" should be replacfed

by the word "to".

Following the above amendments, the Minutes were approved.

3.

Business Arising from the Minutes

There was no business arising.

4.

Committee Reports:

a)

Graduate Studies Committee:

Prof. Newton reported that James Kolesnikoff had successfully

passed his Ph.D. comprehensive exam.

b)

Curriculum Committee:

Since Dr. Saint-Jacques was not present, nothing was reported.

c)

Library Committee:

Dr. Roberts reported that Alexandra Wawrzyszko from the Library

had advised him that requests for journals would be seriously consilered.

Faculty were asked to submit their requests directly to Dr. Robertsk

It was also reported that a small number of book requests have been

received from the French and German Divisions, To date, Spanish an1

Linguistics have not submitted any requests and the Russian Division

has expended its allocation for the rest of the year.

?

I

d)

Committee on Language Teaching and Applied Linguistics

Dr. Hammerly reported that

I

.ie above committee met on July 9t1

and that the two motions shown low had been unanimously accepted I

and were now before Plenary for approval.

?

18

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-2-

It was moved by Dr. flammerly, seconded by Dr. Bartlett,

0

?

"that as a general departmental policy for the grading

of the 1001200 level language classes the percentage

o

j' the

courne mark

gilen by native informants and

I

eaeIl7nq

rrncirtants

net exceed 20%"

'IJ- ?

ii

• iI. ?

crri(:(1: ?

9 in favour, I against; 2 abstentions.

It was further moved by Dr. flammerly, seconded by Dr. Bartlett,

"that standardized language tests he given twice in the

course

of

the lower level language courses on an

experimental basis for two years"

The motion was unanimously carried.

e) ?

Committee on Goals & Objectives of the DML

Dr. Foley reported that two faculty members and two graduatep

students attended a meeting of the above committee on July 8th.

At that time Dr. 13outon presented a report on the results of a

meeting between Divisional Chairmen, Dean of Arts and Vice-President

Academic.

. The Chairman regretted that so little interest was shown with

respect to the future of the Department and stressed the fact that

an external review would likely take place in the very near futur.

He urged faculty members to give serious thought to the matter and

hoped they would be prepared to present their views and ideas eary

in the Fall semester.

Each Division would prepare a statement of their goals and

objectives and these statements would then be presented to Plenar

for discussion.

3. ?

Departmental Policy on Continuing Education

It was moved by Dr. Roberts, seconded by Dr. Bartlett,

"that it shall he normal Departmental policy to allow faculty

rnernL'ers to teach up to one course per year in the Continuing

Education Program, subject to approval

of

the Division concerned

and to these conditions:

a) The Chairman of the Department is satisfied that. the

faculty member has fulfilled his normal teaching load

as measured in actual contact hours during his previous

two teaching semesters,

. ?

b) The faculty member has shown evidence in the past

that he is competent to teach the course and attract

students to it,

c) There is evidence that the faculty member's research

effort during the particiiiir semester is not likely

to be affected adversely,

?

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19

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-3-

. ?

Following a discussion, it was moved by Dr. Roberts, seconded

by Dr. Foley,

"t;J ' at

the above motion he tabled"

The motion to table was unanimously carried.

it was then moved by Dr. Roberts, seconded by Dr. Hammerly,

"that a faculty member may not teach

for

extra

remuneration courses in Continuing Education

in any seme.ter

if

he is not fulfilling a

complete workload"

The motion was carried: B in favour; 1 against.

6.

Proposal for an interdepartmental program in Philosophy

Linguistics and Psychology

Written documentation with respect to the above proposal ha

previously been distributed. Following a brief discussion, it was

moved by Dr. Bartlett, seconded by Dr. Altmann,

"that the Department support the proposal"

The motion was unanimously carried.

7.

Any Other Business

Congratulations were expressed to the faculty members liste

below for winning the following awards:

Prof. Newton

?

- Guggenheim Fellowship

Dr. J. Garcia

?

- Leave Fellowship in the humanities

and social sciences from the Canada

Council

Dr. Saint-Jacques - Leave Fellowship in the humanities

and social sciences from the Canada

Council

The Chairman reported that the General Manager from the Montreal

branch of Air Canada was very interested in the Department because of

its reputation for producing good language specialists. Besides French

and English speaking employees, Air Canada requires specialists in

other foreign languages. There is a good future with Air Canada and

they would like to establish some kind of program with the DML. The

proposal has the support of the Dean of Arts and the Vice-President and

. ?

the Dean suggested that the Department invite local administratc4rs and

businessmen on campus in order to discuss the kind of product they

would be interested in. Money would be made available from the Dean's

office to support this project.

The Chairman expressed his thanks to Beth Bosshard and Anne Beirne

frr $-hc4r r+-r'1

?

1.nrmr ?

i-china

which appeared in the Pe1k.

?

9fl

---

-4-

The Chairman was also happy to report that the Department

_.

?

1i.ut been given

permission to renew the language labs and had

received $10,000 to start working on this project.

The Chairman advised that Prof. Sebeok has agreed to visit

r)epirt:ment in October and that SFU has a good chance of housi ng

hc-

For

tt

£-ru&'

t h'

1.inqui.stic Association 1977 but a decision

,iu&lci

have to be made as soon as possible and the matter would be

discussed at the next meeting of the Linguistic Division.

Prof. Newton reported that the proposal for a major in

Linguistics had unanimoulsy passed the Senate Committee on Under

graduate Studies and was now before Senate for approval. If

approved, the program would start in Fall 1975.

The Meeting adjourned at 2:25 p.m.

0

.

CPB/bg

Aug. 12/74

?

21

---

SI I()IN F.I{ASIR 'IJNIVEIISFFY ?

MEMORANDUM

—0"

?

I'an W.A.S. Smith

?

horn

?

Dennis Krebs

Date ?

November 26, 1974

4

Dear Sam:

I have read the proposed interdisciplinary program in Psycho-

linguistics and, from the point of view of Psychology, would find it

a1

desirable addition to the curriculum. As you know, we have submitted

a recommendation for an additional appointment in the areas of languag

and thought. if a psychologist in this area were added to our facultyl

I would anticipate that he would take part in an interdisciplinary

?

I

program in Psycholinguistics. As I understand it, the needs of our

Department and the needs of such a program mesh to

the

extent that they

would both benefit from a psychologist with the developmental orientatLon

toward psycholinguistics. I encourage you to look favorably upon this

request. ?

I

DK/mh

c.c. Dr. Diamond

22

---

SIMON FRASER UNIVERSITY

?

MEMORANDUM

To

Subject

Professor S. Davis,

Philosophy Department ,

Proposal for a.B.A. Program in,

Philosophy, Linguistics & Psychology

From.,

?

D. W. Smythe, Chairperson,

Communication Studies.

Date ...... ..... Pecenther ., 1974.

At its meeting an 2 December, after consideration by

two committees, the Department of Communications Studies agreed

that it had no objection to the proposed Interdepartmental

Program in Philosophy, Linguistics and Psychology which you

had asked us to review.

-40

?

Dallas W. Smythe,

Chairperson.

DWS:lgc

fl

L4

23

---

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?

4I 1( )1N

J4fl

AJfl tJNIVERSI'fv

MMOANUM

I' - V , W',n k.)L)'1 Ls

T.)

DJt Lment. of Modern Languages

inrdpartmenta1 Program in

Subieci Philosophy, Linguistics and

Psychology

From ?

Ian

Whi takci , Chci

.iflifl,

Sociology/Anthropology

December 5, 1974.

?

Date

..........................................................

I have read with great interest your proposal for an interdepartmental

program in Philosophy, Linguistics, and Psychology. While it does

not at this point in time directly affect the Sociology/Anthropology,

Department, I would certainly wish to express a general interest

which I think is shared by my colleagues in the area of socio-linguistics.

It is my personal hope that among the appointments we will able to

make in a year's time (or thereabouts) there should be one or two

people with specialist interests in this field. I hope therefore

that your final proposal will be sufficiently flexible so that should

we make such appointments, it will be possible for these people to

make a significant and useful input into your program.

. ?

At the purely personal level may I say that I would look forward to

discussing with you the general issues in the areaof socio-linguistics.

As I mentioned in my phone call, my doctorate included work in

linguistics and for some years I had a major connection with people

working in that field. My personal expertise has rather run down

over the last ten years or so and I would welcome the chance of talking

to you so that perhaps I could upgrade it, if ever I am given time

to read a book.

Ian Whitaker

IW:vp

.

24

---

JMW/ms

SIMON FRASER UNIVERSITY'

?

MEMORANDUM

.

To

Subject

Dr. W. E. Roberts

?

From ..... ...Dr.

J. M.

Webster,

..............

Dept. of Iodern L.nguags

?

Dept. of,.Bio1ogic.l..Scjrices.

PLP Prograxnm.

?

Date ..... ...oyembe28.....197.4 ....

?

.. .... ........

Thank you for sending me a copy of your Proposal for an?

Interdepartmental Program in Philosophy, Linguistics & Psychology.

I havc discussed this and do not find that.the kind of language

ru€iiamnu: to which this proposal refers is of particular significance

to th language, behavioural and perception problems we have in

BLololy.

Best of luck with the programme and thank you for the infrmtion

S

John M. Webs.er,

Chairman.

25

---

THE UNIVERSITY OF BRITISH COLUMBIA

?

VAN('OUVIR, CANADA V6T IV5

FAA i I IY ()1 NiIII(INI

)I\III ?

Ill ?

\tIlIIt;v ANI

1 SI'II(II s(lINI:Is

19th September 1974

[6041228-5696

Professor E. Wyn Roberts,

Department of Modern Languages,

Simon Fraser University,

Burnaby V5A 1S6

Dear Wyn:

Thank you for your note of 17th September concerning the

programme requirements for S.F.U. students interested in pursuig

an M.Sc. in our Division.

As per our discussions in August, your proposed PLP prograpirne

would be suitable background for prospective students interested

• ?

in entering our graduate programme, as outlined on the enclosed

description, which I have amended for your information. Obviously,

such prospective students would have to satisfy all our require-

ments as set out in the descriptive brochure (a copy of which I

gave you last month), including a letter of intent inter alia.

In general, I can foresee no reservations at all about accepti9g

students from S.F.U. who satisfactorily complete your PLP progiamme.

I certainly hope your proposed programme will be approved

in near future.

Thanking you again for your consideration and looking for

to seeing you soon, I remain,

Yours very truly,

John B. Delack, Ph.D.

Assistant Professor,

Graduate Programme Adv

. ?

JBD/cm

Enclosure

r d

Lsor

26

---

d.

COPY

OF QUESI tI.,NaAIRE

PLUS STATEMENT OF ANSWERS FROM

?

ANDOl1flY SELECTED

RETURNED COPIES PLUS SAMPLES OF COI4PtETED QUESTIONNAIRES.

NOTE : These questionnaires were handed out during the Summer

semester 1974. The Committee has taken note of all the

suggestions made in the completed questionnaires before

submitting this final proposal.

C

.

.

27

---

Date

714./ -,c-..jr

Courses

INTERDEPARTMENTAL PROGRAM IN PHILOSOPHY, LINGUISTICS AND

PSYCHOLOGY

To the student: Attached you will find a proposal regarding a language

program including courses offered by the Departments of Philosophy,

Modern Languages (Linguistics) and Psychology. We would appreciate

your response to our questions concerning this proposed program.

Please do not sign your name and do not fill out more than one of

these forms. Thank you.

Committee for the Interdepartmental Language Program

1.

Do you think there is a need for such a program that is interdepartmental

in nature? Please explain.

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Please do not sign your name and do not fill out more than one of

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PRELIMINARY STUDENT OPINION

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To the student: Attached you will find a proposal regarding a languàge

program including courses offered by the Departments of Philosophj,

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We

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Please do not sign your name and do not fill out more than one of

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PRELIMINARY STUDENT OPINION

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program including courses offered by the Departments of Philosoph,

Modern Languages (Linguistics) and Psychology. We would appreciate

your response to our questions concerning this proposed program.

Please do not sign your name and do not fill out more than one of

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program including courses offered by the Departments of Philosophy,

Modern Languges (Linguistics) and Psychology. We would appreciate

your response to our questions concerning this proposed program.

Please do not sign your name and do not fill out more than one of

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PRELIMINARY

STUDENT OPINION

ON A PROPOSAL FOR AN

INTERDEPARTMENTAL PROGRAM

IN

PHILOSOPHY, LINGUISTICS AND

PSYCHOLOGY

To the student: Attached you will find a proposal regarding a language

program including courses offered by the Departments of Philosoph

Modern Languages (Linguistics) and Psychology. We would apprecia

your response to our questions concerning this proposed program.

Please do not sign your name and do not fill out more than one of

these forms. Thank you.

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PRELIMINARY STUDENT OPINION

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ON A PROPOSAL FOR AN

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program Including courses offered by the

Departments of Philosophy,

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Languages (Linguistics) and Psychology. We would appreciate

your response to our questions concerning this proposed program.

Please do not sign your name and do not fill out more than one of

these forms. Thank you.

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Do you think

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program including courses offered by the

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your response to

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Please do not sign your name and do not fill out more

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Do you think there is a need for such a program that is interdepartmental

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PRELIMINARY STUDENT OPINION

?

Course ?

3(,6

ON A PROPOSAL FOR AN

INTERDEPARTMENTAL PROGRAM IN PHILOSOPHY, LINGUISTICS AND PSYCHOLOGY

To the student: Attached you will find a proposal regarding a language

program including courses offered by the Departments of Philosophy,

Modern Languages (Linguistics) and Psychology. We would appreciate

your response to our questions concerning this proposed program.

Please do not sign your name and do not fill out m

o

re

than

one of

these forms.. Thank you.

Committee for the Interdepartmental Language Program

1.

Do you think there is a need for such a program that is interdepartmental

in nature? Please explain.

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Course g;

?

I

PRELIMINARY STUDENT OPINION

ON A PROPOSAL FOR AN

INTERDEPARTMENTAL PROGRAM IN PHILOSOPHY, LINGUISTICS AND PSYCHOLOGY

To the student: Attached you will find a proposal regarding a language

program including courses offered by the Departments of Philosophy,

Modern Languages (Linguistics) and Psychology. We would

appreciate

your response to our questions concerning

this proposed program.

Please do not sign your name and do not fill out more than one of

these forms. Thank you.

Committee for the Interdepartmental Language

Program

1. Do you think there is a need for such a program that is interdepartmental

in nature? Please explain.

51111CL-cct yes.

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?

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explain.

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7.

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We would appreciate any comment on any aspect of the proposed program

which you may wish to add.

.

.

57

---

ATTACHMLNT e.

OUTLINES OF RELEVANT COURSES

IN

PSYCHOLOGY

LINGUISTICS (1L)

PHILOSOPHY

4

is

---

PSYCHOLOGY 101

S

?

Dr. Lyman

?

Introductory Psychology

?

Spring, 194

Calendar description:

Acquaints the student with the major problems in contemporary psych

and considers the historical antecedents. Special reference is made to

classical studies and significant experiments. The course provides an

integrated perspective to the many aspects of psychology. Required of

majors.

Course Reguirem'nt3:

The text is Psychology: The science of mental life,2nd Edition by

Miller and Buckhout. There will be a midterm and final examination.

Topic Outline

I. ?

The histcrtc schools of psychology

TI. ?

The study of consciousness

nativism and empiricism

senrtions, im.iges and feelings

avar'ess and attention

eubctvity and objectivity In measurement.

III. Perception

mate;! alism and i1ealism

the perceptual world

percp:il crganation

the i::r:if:cticn of forms and objects

memory

IV.

Individual differences

genetics: Darwin and Lamarck

intellig?nce

cognitive development

V.

Behaviour acquisition

contioning

theories of learning

rats, pigeons and men

.

?

VI.

?

Notivation

conceptions of human nature

psychoanalysis

instincts and dispositions

faculties, drives e•, personality traits

motives and 'lues.

WE

---

2.

VII.

Social man

feelings, emotions and interactive behaviour

verbal and non-verbal communication

cooperation and conflict

VIII.

Psychology in transition

p

henomenology and act psychology

humanistic psychology

approaches to therapy.

.

C

60

---

U

-. ?

PSYCHOLOGY 105

Dr.

C.

Crawford ?

DIFFERENTIAL PSYCHOLOGY

?

Spring, 1974

An examination of the psychological, biological and sociological

factors that produce individual differences in intelligence, creativity, a

personality. Some time will be devoted to sex differences in achievement

and cognitive functioning.

Texts:

Heim,A. Intelligence an4personality, Penguin, 1970.

Cohen, Jozef.

Perøona1iy

assessment: (series separate (SS) 18),

Eyewitness series

IIL

psychology,, Rand McNally, 1969.

Hirsch, J. & Ksander, C. Behavior genetic analysia, Wm. C. Brown, 19

Wiseman, S. (Ed.) Intelligence and ability, Penguin, 1969.

PART ONE: Introduction to the Study of Human Individuality.

- ? 1. The nature of differential psychology.

2.

Explanation in differential psychology.

3.

Psychological measurement.

PART TWO: The Biological Basis of Human Individuality.

1.

Mendelian inheritance.

2. Heredity and environment.

3.

From genes to behavior.

PART THREE: The Environmental basis of Human Individuality.

1.

Learning and individual differences.

2.

Social organization and individual differences.

3.

The family.

4.

The school.

.

61

---

. ?

2.

PART FOUR: Tndividiinl Differences in Intelligence.

I. The nature of intelligence.

2.

The development of intelligence.

3.

Intelligence and achievement.

PART FIVE: Individual differences in personality.

I. The nature of personality.

2.

The structures of personality.

3. The

development of personality.

Distribution of marks

Final ?

50%

• ?

Mid term

?

202

Essay or project

?

30%

is

62

---

.

.

SOCIAL ISSUES

Psychology 106

Summer Semester, 1974

INSTRUCTOR: Raymond P. Perry, Ph.D.

OFFICE: ?

5249 Classroom Complex

PHONE:

?

291-3172

OFFICE HOURS: As arranged with student.

TEACHING ASSISTANTS: ?

OFFICE:

Joe Marrash ?

CC4215

Jeff Devine

Nancy Maloney

?

CC6317

TEXTS

A. Required

(1)

Watson, D.L. & Tharp, R.C. Self-directed behavior: Self-modification

for personal. adjustment. Monterey, Calif.: Broo6/Cole,.1972.

(2)

Laurie, P.

?

a: Medical, psychological, and social facts. BaltiniO e,

Md.: Penguin-Books, 1972.

(3)

Bardwick, J.M. Psychology of women. New York, N.Y.: Harper & Row, 1971.

(4)

Price, R.H. Abnormal behavior. New York, N.Y.: Holt, Rinehart & Win ton,

1972.

(5)

Janis, I.L. Stress and frustration. New York, N.Y.: Harcourt Brace

Jovànovich, 1971.

(6)

Assorted Jorunal Articles - see Reserve Library.

B. General References

.

These books are not required for 106, however they do provide excellen

supplementary material. They may be obtained either at the University

Bookstore or in the Library. The Roman numeral following each title r

to the section of the course it deals with.

(1)

Huff, S. How to lie with statistics. New York, N.Y. Norton, 1970.

(2)

Skinner, B.F. Walden II. New York, N.Y.: Macmillan, 1962 (I)

(3)

Skinner, B.F. Beyond freedom and dignity. New York, N.Y.: Alfred A.

1971. (I)

(4)

Freedman, A. E. The planned ciety: An

analysis

of Skinner's propoaa

Ann Arbor, Mich.: Beha'ordelia, Inc., 1972, (I).

fer9

)

Knopf,

3.

63

---

.

2.

(5)

Ledain, N. The Ledain Commission Report on the n2riae4ica1 use of drugs,

Ottawa, Ont.: Queen's Printer, 1973. (II).

(6)

Masters, W.H., & Johnson, V.E. Human sexual response. Boston: Little,

Brown & Co., 1966. (111).

(7)

Lehrman, N. Masters and Johnson explained. Chicago: Playboy Press, 1970.

(III).

(8)

Szazz, T. The myth of mental illness. New York, N.Y.; Hoeber-Harper,

1961. (IV).

(9)

Glass, D.C. & Singer, J.E. Urban stress

.

. New York: Academic Press 1972.

COURSE CONTENT

I.

Control by science: The scientist-prieSt. Watson & Tharp.

II.

Drugs: Culture or counterculture. Laurie

III.

Women as people. Bardwick.

IV.

Mental illness: Fact or fad? Price.

V.

Stress: It's a GAS. Janis

VI.

Altruism and overobedience: Do unto others ...

Library materials -

.see Reserve library.

GRADING DISTRIBUTION

A student's grade will be based on several dimensions related to

examinations, an essay, an oral presentation and class participation.

following distribution will be used:

1. Tutorial presentation

?

40

(a)

attendance 10

(b)

presentation 10

(c)

essay ?

20

2. Examinations

?

60

2 examinations each worth 30

marks will

count

toward the

final course grade.

?

64

---

E1

3.

A. Tutorials

The essay will be a research project which involves an experimental.

application of psychological principles to modify a specific behavior

pattern. The project, including your data and conclusions, will be

presented to the other tutorial members. You will be responsible for ha1

the project completed for presentation On an assigned date. 102 of the

grade will be allocated to the oral presentation of your project, and lO

attendance at the tutorials. The following criteria will be used to gra

your essays:

1.

?

Literature reviewed

(a)

key articles

(b)

recent articles.

II. Logical development

(a)

statement of purpose

(b) clarity

(c) transition

(d)

integration of ideas.

III. Structure

(a)

style (sentence structure, spelling, etc.)

(b)

definition of terms

(c)

explanation of relevant theory and research.

IV. ?

Conclusion.

(a)

problems and criticisms

(b) solutions

(c) summary

(d)

future research.

0

B. Examinations

Three in-class examinations will be given which examine one or more tc

These tests will consist of

m ulti p

le-choice, short-answer, and essay type

questions. In combining these for 60% of the course grade, you can delete

lowest score.

.

urse

for

65

---

PSYCHOLOGY 180 - BRAIN AND BEHAVIOR

Fall, 1973 ?

Chris Davis

Text:

Readings from Scientific American: Physiological

Psychology.

Physical Control of the Mind: toward a

Psychocivilited Society.

Jose Delgado

We will attemptto develop an understanding of the workings of the

nervous system in relation to other tissues and then to use that

understanding to explore the biological

basis

of

various behaviors.

To include:

Rf1ex behavior

Eating, drinking and sex

Emotional behavior

Learnin

g and memory

Personality and Speech

Pathological states

Instinctive behavior

Electrical stimulation of the brain

Ablation of brain tissue

The social and ethical implications of the last two will be the focus o

the latter part of the course.

0

---

• ?

PSYCHOLOGY 201:

General Experimental Psychology

Summer,

1973

Instructor: Dr. Roger Blackman (Office: CC5255)

?

Lectures: See Timetable.

?

Labs. AQ3042.

Psychology 201 is a research methodology course rather than a content

course. It is designed to give you an appreciation of the various techniques

and procedures used in scientific research in general, and psychological

research in particular. The lectures and readings will describe these

method

and the

rationale!underlying them, while the lab periods will give you an

opportunity to put them into practice. It is hoped that by the end of the

course you will have sufficient competence (a) to design and carry out your

own research and (b) to critically assess the research of others.

Course Texts:

A.

Required.

1.

Anderson,B. F. The Psychology

Experiment;

2nd Edition, 1971.

2.

Dustin, DS. How Psychologists do Research: the Example of

Anxiet y

. 1969.

3.

Homer, H.J., & Sólso, R.L. An Introduction to

Experimental

Desi g

: A Case A pp roach. 1971.

B. Recommended:

1.

Bachrach, A. J. Psychological Research: an

introduction;

3rd Edition, 1972.

2.

Additional books, articles, and xeroxes to be placed on reserve

will be announced at the first lecture.

Probable basis for

'grade:

Mid-term exam:

?

30%

Final exam :

?

30%

Minor Project: ?

10%

Major Project: ?

30%

.

.

67

---

PSYCHOLOGY 210 - DATA ANALYSIS

Instructor: C. Crwsford

?

Fall,

1973

Text: Ferguson

'

, G.A. Statistical analysis in pycho1ogy and

education. 3rd Ed. New York, McGraw-Hill, 1971.

Prerequisite: None.

Description

Covers basic descriptive and inferential techniques most appropriat ly

applied to the

?

rlous forms of psychological data.

Part One.

?

Intoduction to statistics.

The nature

Of

statistics, uses and abuses of statistics, statistics

and

human

variation, making decisions in the face of uncertainty.

1!ifl1J Prgwufl,

Ch. 1.

.

?

Part Two. Descriptive statistics.

Simple measurement theory, descriptive techniques for Increasing

the understanding of psychological data.

Reading: Ferguson, cli. 2, 3, 4 and 25.

Part Three. Elementary probability.

Elementary p

,

robability theory with emphasis on the normal curve.

Reidij ?

Feuson, Ch. ,

5 and 6.

Part Four. CorrlatIon and prediction.

Techniques fr describing the degree of relationship between variab]a

and for predicting scores on one variable from scores on another variables

ReadIn&: Freguson, Ch. 7, 8 and parts of 21.

Part Five. Making Inferences from observed data, sampling, estimation,

tests of sgnIfirrtce.

.

?

Reading- Ferguson, Ch. 9, 10

0 11, parts of 12.

---

2.

Part Six. Introduction to the design of experiments (if time pamit.).

Reading: Ferguson, Ch. 14 and 15.

Labe.

The two hour weekly labs will

be devoted to problems in the analysis

of psychological data.

C

0

LZAM

---

Vito Modigliani ?

PSYCHOLOGY 302 - LEARNING

?

Spring, 1974

This course is designed to give the student an overview of

learning

mechanisms throughout the animal kingdom. Starting with

the

most basic

and primitive mechanisms of

learning,-which are shared by all, or almost

all animals in the kingdom, we shall progress by examining more and more

complex ones. As the mechanisms become more complex they are shared by

fewer and more complex animals. In the end we shall come to the study

of. typical human processes. It is hoped that at the end of this course,

if the student wishes to explore some special issues further he will have

sufficient background to make a meaningful choice. A brief outline of the

course content follows together with an indication of the (approximate)

tine spent on each topic:

Topic

?

Time (in weeks)

Habituation and Sensitization

?

2

Classical conditioning ?

2

Instrumental and Operant

?

2

Conditioning

D

iscrimination and Perceptual

?

2

Learning

Cognition vs. Associations

in maze learning

Problem Solving

?

1

Verbal conditioning and

Awareness

Language learning in Chimps

?

1

Verbal learning in

humans

?

4

The following textbooks are required:

E.L. Walker. Conditioning & Instrumental Learning

, 1967, Brooks/Cole.

H.C. Ellis.

?

Human Learning and Co

g

nition,1972

?

Win. C. Brown Co.

G. Orwell. ?

1984, Signet, New American Lib.

B.F. Skinner. Walden

Two

W. Kohler. ?

The Mentality of Apes, Random House - Vintage Books

P. C. Dodwell (Ed.) Perceptual Learninr and Adaptation, Penguin (Paperback)

70

In addition to the above there are approximately 32 articles from professional

Jourr da

which will be required. These will be vlaced on

r#rr' 4. Ph.'

---

Fall 1973

?

J. C. Albert

_0

PSYCHOLOGY 303 - PERCEPTION

Questions: - How do percptual systems develop in the individual?

- Do the perceptual systems function in isolation or do

they interact to produce complex perceptions?

- What variables influence perceptual organization and selectivity

(attention)?

- How is perception related to other psychological processes: sensati

cognition? memory? motivation? learning? consciousness?

- Why do we sometimes misperceive reality, e.g., illusions,

hallucinatiOns?

Readings: Perception: Mechanisms and Models, Readings from Scientific American.

J. Pinel. Study guide to accompany Perception: Mechanisms and

Models.,

S. H. Bartley. Perception in Everyday Life.

Dn?

71

---

JYCIlOLO(Y 304 - MOTIVATION

Dr. Chris Davis

?

Fall, 1972

.

r

Course Outline

Calendar Description: Conditions, principles and theories of motivation.

Consideration of the initiation, direction and regulation of behavior.

Animal and human and the physiological bases of motivation are considered.

Prerequisite: Psychology 101.

Students who have taken

Psychology

240 may not take this course for furtlu

credit.

Texts: 1.

Motivation,edited

by Dalbir Bindra and Jane Stewart. Penguin

2. ?

Motivation, Edward J. Murray.

Both texts are

par1erback and inexpensive. ?

Both are treatments of various

traditional approaches to motivation.

?

The first

is

a book of

readings

an

the second a shor

?

survey of the field as

Murray sees it.

The class is scheduled for two lectures and one laboratory each week

I.propose that we use the texts, the time and our energies in somewhat th

following way:

?

uing readings in both books and my

rather less tradition

views as presented in lectures (which won't be

lectures, but conversation

you will set out to investigate in the

laboratory

some question about hum

motivation.

?

Thatis, you will formulate experimental queries about eatin:

drinking, sexual behavior or the like and with the help of the TA you wil

gather data.

?

As the semester progresses we will all hopefully

learn more

about the behavior under

investigation and

so

written

and verbal exchange

between us will become more knowledgeable.

?

The written and verbally

presented results

of laboratory work will determine the grade unless a

•

majority of students request a different system.

?

The aim of all this it

examine real questions you may have about your or others behavior in the

light of reasonable experimental data and the

recent

history of the

psychology of motivation.

1

)

72

---

i' y c:jij,oi; y

'105-1 ?

1311mmer HnwsI:er, 197

Text:

Cronbach, Lè.' J.

"E5senti1sof Psychological Testing," 3rd edition, 1970.

Lectures:

?

?

2 hr. lecture period and 2 hr. lab once a week. It is?

likely the instructor will take both periods.

Calendar doncription:

In part it reads, "Coni.derspurposes

of

testing."

The emphasis of the course will be on the content of psychological

tests, how the various psychological facets of the individual or group

are identified and how tests are selected to measure these factors -

intelligence, pernOnzility, aptitudes, etc.

• ?

The reference to statistical procedures will be minimal as the

-

?

? course

presenttio?

is intended to complement the work of. Psychology

310 with a minimuiro

overlap.

Students will be expected to take some

psychological. test4 but this course is not a practicum in psychological

testing.

instructor: ?

LoJIta Wilson

Office - AQ6047

Telephone - 791-423.

0

---

U

Theory of Measurement

Psychology 310-5

Sr

1976

?

Dr. Kendall

This course deals with basic problems

in the quantification of peycho1oRial

variables. The general principles of measurement are presented and the necesary

requirements for good measures are discussed. Heans of

assessing

the adequac) of

measures and methods for improving measures in a variety of content areas will he

dealt with.

The course is relevant for students interested in all areas of psychologyL It is

not n course in testing, and it is not a course

in statistics.

The focus is on the

nature of measurement related to the concept to be studied in a particular problem

area.

The problem of good measurement may be considered in the areas of perception,

motivation, learning, personality, developmental, social, physiological, individual

differences - any content area. In the past classes have dealt with the deveopment

of procedures for evaluation of music; the prediction of success in par

achutiig; the

validation of attitude measures where there is no obvious external criterion; the

consequences of low reliability of some threshold measures in perception; t

he

!

impli-

cations of low correlations among alternate measures of what is supposedly th

1

6 same

concept (e.g. drive) in learning; problems associated with analyses based on patterns

in data, as in studies of evoked potentials.

The main emphasis in the course is that

the principles

of measurement are'

generally applicable to all areas of research. There is some optimism expresed that

good measures can be developed in even the most complex of areas and to ignore an

evaluation of the quality of measures in a given area leads to chaos.

Prerequisites: Psychology 201-3, 210-3 or equivalent. (3-0-2)

The assigned text for the course is Nunnaly, Ps

y

chometric Theor

y

, McGraw-Hill,

1967.

The recommended text is Mehrens, V.A. & Ebel, R.L. Principles of Educational?

Psychological Measurement. A book of selected readi. Chicago: Rand MNal1y,

1967.

The problems of

3

strategy for the validation of attitude measures will Se

illustrated from material in Smith, Patricia C., Kendall, L.M., & Hulin,. C.LF

The measurement of satisfaction in work and retirement: A strategy for the Rtudy of

attitudes. Chicago: Rand McNally, 1969.

Grading

A research paper on measurement in a selected content area will count for 35%

of the final grade.

Labs

Lab material from

i

sdiscussed in lectures.

Lectures

One lecture period

and application

of

the

lifferent

.

content areas will be used to illustrate the topics

per week n 1 he available for discussion of Implications

princip1e dealt with in current lectures.

---

S

?

PSYCIIO1..

?

i1HIrm4

?

('4

r.ard ?

1inMtho4ç

ft

SocjiScjen.

'eory and methods of iy and oample 'e

?

in 6ociai vripnc'.

C- ?

€1ect1on of pop

lA latiop

.

ejerjent,3 in1udr4 in

3&Zvle.

estimation

itist j

ca, identificati.an and reduction of wiection bins and

Th)n-•:p.fig

erior, relative efficiency of alternative d(igna, and

of

lim

its of inference d applicabilit

y

of cp1e results

with

ferencs to problems in social science.

?

Texs ?

Ash, L. Survey Sampling. New York: Wiley, .967.

McCarthy, P. J.

Sampling:

Elementary principles. Ithaca, N.Y.:

New Yot State School of Industrial and

Labor

Relations,

BulletIn No, 15, 1951.

S!,mer 1968

Dr. Kendall

Le.:tuea

1

N, Th 3:30

Tn ?

10:30 - 12:30

?

May 13

?

Purposes of sampling

?

Prcgrsa 101 ma na

(løt

half)

?

May 20

?

Precision, accuracy & MSE

Kish Chapter 1

.

S

:4ay

27

Sluiple random sampling

Kish

Basics of design

?

-

Sec. ?

3.

Programma 101 inai

(2nd half)

us].

June

3

Stratified sampling

Forming: 8tTat$

Kish

?

Ch. 3, McCarthy

Sec.4

-

June

10

Systematic sampling

Kish - 4.1-4.5, McCarthy-

Sec.6

June

17

C1uster sampling

H

Kish - 5.1-5.5, MCarthy'-

Sec,5

June

24

Unequa1c1ust.g

Kish - 6.1-6.5

15

---

2.

_9

.1u1

H

Selection with probability proportional

Kish

-

Chapter

7

to r1ze

July 15

Design

Kish

- 8.1-3.4, McCarthy

-

Sec.7

Ju1

22

Area sampling

Kish'- 9.1-96

July 29

Biases

Kish

-

13.1-13.3 ?

McCarthy

-

Soc.9

Aug.

5

Nonresportse bias

Kish

- 13.4-13.7

Distribution of marks

Lab and problems

30

Midterm

20

Project

20

Final

30

KI

76

---

C

rasycl!oLocY 320

Spring 1972

?

Dr. P.

Cognitive Psychology

Textbook - Neisser, U.

Con1tive Psychol

This course will consider some of the basic facts and theories in

the area of cognitive nsvchology. Cognition is broadly considered as

1

ways of knowing".

Topics to be discussed include:

Attention

.

?

Imagery

Language

Thought

Creativity

Dreaming

• •

?

Altered states of consciousness

Cognitive style and individual differences

Theories of Cognition.

.

I

---

-0

?

Course Outline

Psychology 32

.

1-3 Intelligence and Creativity

Recent experimental and theoretical research on the nature and

deve

ment of intellignce and creativity. Topics covered will include the

measurement of ite11igence and creativity; the role of heredity and

environment in the development of. intelligence and creativity; the relation

between intelligence, learning and thinking; the relationship between i1ntelli-

gence, creativity and achievement.

?

(2-0-2

PART ONE; Introduction to the study of individual differences in

intelligence and creativity.

1. The nature of ability traits.

i)

The descriptive, aspect of ability traits.

ii)

Tie functional aspect of ability traits.

iii)

The role of ability traits in psychological theory.

2.

Modes of exploration.

• 1) ?

Correlations and components of variance.

ii) ?

Ability trait models; hierarchical, facit, lattice, etc.

3. )3ehaviorál genetics.

j)

?

Mendelian genetics; ike genetics of discrete traits.

ii)

Quantitative genetics; the genetics of continuous traits.

iii)

the route from genes to behavior.

PART TWO: Intelligence.

1.

Nature and definition of intelligence.

1) ?

Intelligence and learning.

ii) ?

Intelligence ?

d thinking.

2.

The structure of intelligence.

?

iv

.

---

S ?

1

?

2.

11)

?

Theories of Thurstone and Guilford.

iii) Critique of these theories.

3. The devlopmcnt of intelligence.

i) 1!ebb's intelligence A and B

ii)

Cattell's and Iorn's fluid and crystallized Intelligence,

iii)

Developmental work of Bayley, Uorn, etc.

iv)

Ferguson's transfer of training theory.

v)

The genetics of intelligence, Jensen, Burt, etc.

4. Implications.

i)

Intelligence and scholastic achievement.

5 ?

ii) ?

Itolligcnce and job success.

PAflT TEPEE: Crcativity.

1. Nature 'and definition of creativity.

:1) ?

Definitions of Torrance, Mednick, Guilford, etc.

ii)

riirst

person accounts, i.e. Iiotzart, Tchaikovsky, Spende

RM

Poincare, Watson.

2 ?

tethc',doiogical problems

In

the study of creativity.

3. The relation between creativity and Intelligence.

6. Creativity and personality.

5. Scientific achievement and creativity.

PART FOUR: Integrations and conclusions.

S

79

---

LABS

Part

One.

Introduction

Lab 1

Review

of correlation

2 ?

Simple analysis of variance

3 and 4 Quantative genetics.

Part Two. Intelligence

Lab

5

Methods and concepts of measurement.

6 Individual tests with emphasis of how items tap Intel]

7 ?

Group tests of intelligence.

8 : Other methods of measuring intelligence;

i.e.

transfe

training, learning abilit

y

, culture fair material.

Part ThrcrL Creativity.

Lab 9 'and 10 Methods and approaches to the measurement of

creativity.

igence.

of

---

- 0

?

Reading List

It:'. t:

!utc1icr,

II..

J. lluman intelligence: its nature

_and assessment, London,

Methuen, 1968;

(Thiselin, B. (Ed.) The creative process, (Paperback)

Barron, F. Creative person and creative process, Jew York, Holt, Rinehart

and Winston, 1969.

Butcher, H.J. and Lomax, D.E. Readings in human

inte11ij!e,

London,

1ethucn, 1?72.

Caucro, Robert, (Ed.). Intelligence: genetic and environmental influences,

New York, Gruen & Stratton, 1973

Cattcll, R. B. Abilities: their structure growth and action, New York,

1iouhton Mifflin, 1271.

Catteil, R.B. and Butcher, 1I.J. The Prediction of achievement and creati itv,

Indianapolis, Bnbbs-Mcrrili, 196'.

r)avis, C.A. arnl scott, I.A.

.

?

Trainin g

?

New York, Holt,

!incJiart and Winston, 1971.

iudson, Liam (.) The ecology of human intelligence, London, Penguin, 1970.

!!unt, J. 'tcV. InteUi'ence and experience. New York, Ronald Press, 1961.

Jenkins, J. J. and Patterson, 1). C. (1d.) Studies in individual differences:

the search for intelligcnce, New York, Appleton-Century-Crofts, 1961.

Vernon, P. E. Lnte]1icnc.eandcultura1_environment, London, Methuen, 1969.

Vernon, P. E. (J;d.)

Creativity: selected readings, London, Penguin, 1970.

iswian, Stenhen (

I

'd.).

Intelligence and ability, London, Penguin, 1967.

-10

EI1

---

.

PSYCHOLOGY

325-3

MEMORY AND CONSCIOUS CONTENT

Summer Session, 1973

INSTRUCTOR: Max Elliott (Office: AQ3048)

The intent of Psychology 325 is to acquaint you with the

past and present methods, materials, and theories

involved

in memory

research. You should gain the skills necessary to enable you to

evaluate the

current

status of the area by reviewing the research of

. ?

others and to design, implement, and analyse your own experiment in

?

memory. Practical implications will be considered.

TEXT: Hall, J.F. Verbal Learning and

Retention.

Toronto: Lippincol

1971.

Anticipated basis for grades:

Midterm: ?

20%

Final:

?

30%

Project:

?

50%

El

82

---

is

PSYCHOLOGY 330 - SITUATION PERCEPTION

September 1973

?

Reading List

?

Dr. B.

Calendar Description

Considers perception in the context of complex situations and ir

consideration of se1etive attention, and event, person and social perc

and perception involving interactions among persona or objects.

Required Texts:

1.

A. Hastorf: Person Peiption

2.

Beanis & Schtn (eds.): The Dvnemi.çs of

(revised edition

The course is divided into three parts:

Part'I : Person Perception

Part II : Situational Variables in Impression Formation

Part III: Event Perception

All readings are from the required texts.

There will be two one-hour-examinations and a proj.act or term paper will be

required.

0

---

-0

PSYCHOLOGY 335 - Sensation

B. Beyerstein

?

Spring '74

This course will emphasize what events are occurring in the nervous

system when environmental information has been Interfaced with a sensory

system. Events such as the initial encoding of the information at the

receptor surface, translation into the language of the nervous system,

destination of the information, possible types of codes, etc. will be

discussed. The attempt will be made to explain various perceptual

phenomena, e.g., why we are sensitive to certain environmental stimuli

and insensitive to others, by exploring the physiology of the sensory

systems. Laboratories will include demonstrations as well as resources

for a major research project planned and executed by small groups of

students. Some background In perception and/or physiological psychology

would be useful though not essential.

0

?

Required Texts:

C. von Bekesy: Sensory Inhibition.

W. Uttal: Sensory Coding.

---

F^

S. i.

(I.

PSYCHOLOGY 340: PSYCHOPATHOLOGY

Suuner Semester 1974 - Dr. E. M.

Coles

Course Descripticn

This course v411 center on the elaboration and evaluation of

theoretical and research models, dealing with the problems of

definition and classification of pathological behaviour, identifi-

cation and measurement of the relevant variables, problems of research

design, factors Involved in the development of specific symptoms, and a

consideration of the various forms of therapy and their effectiveness.

The emphasis wil]J be on theory, research and adult human behaviour, but

animal studies and psychopathology of childhood will be considered where

relevant.

Prerequisite:

Psychology 101-3.

• _

H

Text:

Nil. Reference will be made to

journal

articles.

Assignment of course grades:

First essay (1,000 word maximum)

?

20%

Mid-Semester exam (answers in essay form) 20%

Second essay (1,000 word maximum)

?

20%

Final examination (answers in essay form) 40%

0

RIPq

NM

---

PSYCHOLOGY 345 - FEELING AND EMOTION

September 1973

?

Reading List

?

Dr. B. Lyman

Calendar Description:

Considers the conditions, principles, and theories of the experiential

and behavioural aspects of feeling and emotion as these relite to motivation,

learning, perception, personality, psychosomatics, and social behaviour.

Basic Texts:

1.

H. Arnold: The Nature of Emotion (Bookstore)

2.

H. Arnold :ed.): Feelings and Emotions (Library Reserve)

The course is divided into three parts:

Part I : Definitions of Feeling and Emotion

Part II : Methods of Studying Feeling and Emotion

Part III: The Phenomenology of Feeling and Emotion

The readings for Parts I and II will be from the course texts. The

reading for Part III will be selected by the individual student. There will

be two hour examinations--one following each of the first two parts of the

course. A short term paper or small project related to the individual

readings will also be required.

0

MWE

Wo

---

Summer, 1973

•

?

Pycho]ogy

37 -

:e I, ¶ 1. i : Mot

I. vat; Ion and work

' . r1rL'iL

des cr.lpt.lon: See calendar listing.

Prerequisites: See calendar.

In case of doubt, or where there are special needs,

please consult the instructor.

Text book: Fields of Applied Psychology

Anne Ariastasi

McGraw-Hill

References: Appropriate texts and journals in applied psychology.

The required reading is likely to be selected by the

student in.terms of the semester project.

Course organization: There will be two hours of lecture and two hours

of lab.

"Lecture" should be interpreted as combining

information and discussion of theory, methods

and techniques which are relevant.

. ?

Lab. work will consist of projects in the applied

field.

The nature of the project will be determined

wherever possible by the student's interests

and availability of source material. The project

will begin early in the semester.

There will be direction and supervision of this

work.

Course content: The emphasis is on why people work at a particular

type of employment, the conditions under which they

work and how their physical and emotional environment

affects that work. Implicit in this is why people

don't work.

Instructor: Lolita Wilson

Associate Professor

Office - AQ

6047

Phone -

291-J4283

0

NU

AM

---

1SYCLOCY35l-3

?

c

h

i

ld ?

2)f'Y.

ll.J17L.

Professor: Dr. Koepke (Office: CB5253)

Text: Child Development and Personality, Third Edition, 1969 by

Paul Henry Nussen, John Janeway Conger and Jerome Kagan.

Oqj j ne^_

f

1.

Introduction

2.

Genetic Factors in Development

3.

p

renatal Development

-

?

4. Learning and Development

5.

Biological Changes in the First

Year

6.

Social Learning in the First Year

7.

Development in the Second Year

S. The Preschool Years: Motor and Cognitive Development

9.

The

Preschool Years: Social Learning in the Family

10.

The

Preschool Years: lxtrafamilial Influences

11.

Development

in

Middle Childhood:Intellectual-Cognitive

Development

12.

Development

in Middle

Childhood: Personality Development and Problems

of

Adlus.tment

13.

Development in Middle Childhood: Expansion of Social EnvironmeTt.

is

AM

---

PSYCHOLOGY 355-3 - ADOLESCENT PSYCHOLOGY

Spring 1974

Instructor: Andew Feidmar

Lecture: Monday s

l 6:30-8:30

Lab: ?

Wednesdays 6:30-8:30

Room Number;

To register,permission of instructor is needed. Class size limit: 20

There is no textbook to buy for the course.

The following hooks have-been put on 3-day reserve at the library:

Postman, N. ?

Weingartner, C. Teaching as a subversive activity.

Laing, R.D. The politics of experience.

Watzlawlck, P. et al. Pragmatics of human communication.

Participants in the course are urged to read and re-read the above books

Approximately half the time available will be spent on academic, intelle

:tual,

theoretical discussions; the other half will be spent on experiential,

gut-level, personal undertakings.

Oblectives:

1.

The student w

1

ill gain insight into some problems adolescents face:

personal, inter-personal, social and cultural.

2. The student will demonstrate that he can translate his insights into

communicable ideas and research efforts.

3.

The student 'jil1. demonstrate his ability to bring together relevant

theories, experiences, and research methodologies for the purpose of

pursuing some, for him, relevant questions in depth.

ntra-

•eadings,

Content:

a. Physical and cognitive growth:

1. physiological development and its psychological correlates

2.

cognition, concepts, and creativity in adolescents

b. Family Roles:

1. parental Interaction

2.

sibling relations

3. family socioeconomic status

C.

Social1z3tion:

1. . choike of vocation

2. choie of marriap" partner

.3. highschool achir'ment

6. moral education

and the adolescent

-0

-0

is

---

II

S

?

2.

d. Self-concept and identity:

1.

egc identity

2.

self-esteem

3.

sex roles

e. Adolescent subculture:

1.

peer group values

2. popularity

3.

sex

4.

participation in gangs and youth organizations

f. Val ue commitments:

1.

attitudes and values

2.

social deviance

3. delinquency

4. dru g

addiction

5.

school dropouts

g. Socio-cultural comparisons

1.

primitive societies

2.

differences among subcultures

S

0

SAR

---

2.

Watson, G.1 Social. Psychology: Issues and

?

. Pbelade1phia

Lippincott, 1966.

COURSE CONTENT

Course content includes the following topics. Depending on time limitations

some sections may have to be omitted.

Specialized References

Journal of Personality and Social Psychology (JPSP)

Journal of Experimental Social Psychology (JESP)

Journal of Social Psychology (JSP)

Canadian Journal of Behavioral Science (CJBS)

Journal of Social Issues

Psychological Bulletin

Journal of Experimental Psychology

Journal of Applied Social Psychology

The above journals contain a series of research reports on the various

topics covered in the course. They are an excellent source for up-to-da e

material. PSYCHOLOGICAL ABSTRACTS is a complete listing of all research done

in psychology, listed by topic each year. Looking wider the topic "Interpersonal

Attraction" for 1972 will give you a complete listing of all studies done in that

year and will give you the appropriate reference for finding them in the above

journals.

COURSE CONTENT: l

Includes the following topics. Depending on time limitations

some sections may have to be omitted.

I. Theories and Methods

.

A. ?

Theoriesin social psychology

1. Chaper 1

(Wrightsman)

B. ?

Methods of studying

human behavior

1.

?

Chapter

2 (Wrighteinan)

2.

?

Article

3 (Evans & Rozelle)

3.

?

Article

10 (Evans & Rozehle)

4. ?

ArtLcle

11 (Evans & Rozelie)

5.

?

Article 18 (Evans & Rozelle)

II.

A. ?

Cooperation and competition

1.

?

Chapter

5 (Wrightaman)

---

U

3.

2.

Article 6 (Evans & Roze].]e)

3.

Article 12 (Evans & R.ozella)

B. Agression, violence and war

I. Chapter 6 (Wrightaman)

2. Article 14 (Evans & Rozelle)

III. Interpersonal Behavior Patterns

A. Affiliation, anxiety, attraction, love

I.

Chapter

14

(Wrightaman)

2.

Article

4

(Evans & Rozelle)

B.

?

Social

perception

1.

Chapter

15

(Wrightaman)

2.

Article

13

(Evans & Rozelle)

3.

Article

16

(Evans & Roze].le)

0C. The social psychology of sexual behavior

1.

Chapter 19 (Wrighteman)

2.

Article 6 (Evans & Rozella)

GRADING DISTRIBUTION

A student's grade will be based on several dimensions related to learning:

examinations, a research project, an oral presentation, and class participation.

The following distribution will be used:

1. Laboratory ?

40

(a) attendance

?

io

(b)

oral presentation

?

io

(c) research project

?

20

2. Examinations

?

60

2 exams each worth 30 marks

will count toward the final

course grade.

A. Laboratory.

Laboratory sessions will consist initially of several demonatratio4is of

social behavior patterns, followed by group discussions. Following these

,labs

will involve an oral presentation by each class member of their research jroject.

Students will receive 10% for 1 attendance, and 10% for their oral presentations.

93

.

---

4.

--0

..0

-0

The research projects

will involve

observations of some form of social

behavior pattern discussed in the course. Select

i

problem. situation, or

environment and make a series of observations. You can function as perticip$t-

observer; collect data using a questionnaire; run a regular research experi$nt;

etc. You will be expected to relate your observations to theories and research

discussed in the course. The research project will be worth 202 and will be graded

according to the criteria outlined in Handout 1 (P.6.). Some examples of social

behaviors to be observed are the following (Try to generate your own "original

ideas"):

a)

interaction of individuals in a group setting (e.g., a coimiune, men

hospital, nursery school, etc.)

b)

interaction of doctors with their patients

c)

interaction of strangers in some unusual situation

d)

people's reaction to violation of a norm

e) fraternity iaitiauons

f)

reactions to being "different" than the rest of the community

g)

patterns of non-verbal behavior (e.g., eye contact, physical die tan

between people, gestures)

h)

techniques used to attract members of the opposite sex

i)

patterns of seating in a library, cafeteria, or classroom by sex, r

etc.

J) conformity pressures toward drug use

k) collect data on mass media

1) collect data on voting statistics

M)

count people who jaywalk under various conditions

n) study various social protest movements such as women's liberation an

gay liberation

o)

helping behavior, i.e. hitch-hiking, picking up dropped books, donatLng

money

P) compliance

q)

reactions to out-of-role behavior

r)

study people's telephoning habits (i.e., who calls who)

a) who signs petitions?

t) who has bumper stickers

?

their cars (i.e., make and year of car)

.,\

---

E.

The teaching assistants will be available to help you plan and

?

S

these projects.

The laboratory sessions include the topics and dates as follows:

WEEK

May 6-10

13-17

20-24

27-31

June 3-7

10-14

17-21

24-28

July

1-5

. ?

8-12

15-19

22-26

29-Aug.2

TOPIC

APA style (see Handout I)

Experimental design problems

demonstration

demonstration

research projects

research projects

research projects

demonstration

research projects

research projects

research projects

EXAMINATIONS

Three-In-class examinations will be given, each of which teat one oi

topics. These exams will consist of mu1tig1e-choice short-answer, and

type questions. In combining these for 60 of the course

grade

(2x30)

can delete your lowest score.

.

more

say-

95

---

.

p;1IOL( ?

1,6¶

?

PYC1LI1TGUITIC

Siu,ii: 197:1

Ins :rur;tc r: Danny Steinberg

•

of 1

11

37chol in

qjt)isti gg

by, Susan

ilbukn.

Mouton.

1972.

2. Pychc1.inqui tcs by Judith Greene. Penguin. 172.

3. L:gam t2homsky by John Lyons. Viking, 1970.

TOPICS

1.

Languaqe Theories--Mentalistic & Behavioristic theories critically

evaluated. (4 weeks of class time) ?

I

2.

First Language Acquisition--Acquisition of sound

s'stem,

vocabu].aty,

syntax, & soniantics in children. (2 weeks)

. Second Language Acquisition--Comparison with first language

acquisition. Optimal age and situation for second lang. acq

. ?

(1 week)

4. Bilingualism--Models of bilingual individuals. Assessment of effects

Of bilinguhlism on intellectual and emotional functioning. (1 week)

5.

Social Determinants of Speech:

.Bida1eta!

Nature and quantiy of

speech output as a funion of social variaiés with regard to

speakers of a non-standard dialect, (1 week)

G. Linguistic Relativit

y

-- Views on the relation of language and

thought are critically evaluated. (iweek)

7.

Open..Topics--Topics of mutual interest. (3 weeks)

REQJIREMENTS

1.

A quiz on Topic #1, Language Theories.

2.

A paper--a critical survey of theory and research on any one (oi part)

of the Topics, except #1. 8 to 12 pages double-spaced.

3.

A research proposal on any one (or part) of the Topics

, except #]

8 to 12 pages douhlspaced.

Note: The paper and research proposal must be on different topics

G IADINC

The final grade will be an average of the grades obtained on the quiz,

paper, and research proposal. (Equal weight for each.;)

0

---

.

Suuixnor 1974

?

-

?

Danny

Steinberg

PSYCHOLOGY 365

PSYCHOLINGUISTICS.

SUGGESTED READINGS

1 • LANGUAGE THEORIES

1.

?

Maclrityro, A. Noam Chomeky's view of. language. In M.Lester,

Readin g

s in applied transformational grammar.

New York:

Holt, Rinehart, and Winston, 1970. Pp. 96-113. (Especially

pp.

112, and 107-108.)

2.

3.

4.

•5.

1.

Skinner, B.F.

Humanistic

Behaviorism. The Humanist.

May & June, 1971, 35.

?

S

Watson, J. Behaviorism. Chapter I. What is Behaviorism?

Chapter X, Talking and Thinking. New York: Norton, 1925.

1-19, 224-251.

Chomsky, N. Review of Skinner's Verbal behavior. Language,

1959. .35, 26-58. Also in L. Jakobovits and M. Miron

(Eds.), Readin

g

s in the psycholo

gy

of language. Englewood

Cliff, N.J.: Prentice-Flail, 1967. Pp. 142-171.

Skinner,

B.F. On "having" a poem. Saturda

y

Review, 1972, July 15.

2. FIRST LANGUAGE ACQUISITION

Brown, R. Development of the first language with human

species. American Ps

y

cholo g

ist, February 1973, 97-106.

2.

Miller, G.A. and McNeill, D. Ps

y

ch

p

lin

q

uisticsLO In

G. Lindzey and E. Aronson (Eds.) The handbook of social

p s

y

cholo

gy

, Vol. 3 (2nd ed.) Reading, Mass.: Addison-

Wesley, 1969. Pp. 667-194. (Read Pp. 714-727)

3.

Lenneberg, E. On

explaining

language. Science, 1969,

164, 635-643.

4.

McNeill, D, Sound development.' Acquisition of language.

New York: Harper &

Row,

1970, 130-141.

3.

SECOND LANGUAGE ACQUISITION

1.

Newmark, L., and Reibel, D.A. Necessity and sufficiency

in language learning. In M. Lester (Ed.), Readings in

app

lied transformational grammar. New York: Holt, Rinehart ,

.

?

and Winston, 3970. Pp. 228-252

2.

Ausbel, D,P... Adult versus children in second-language lea

Modern Language Journal. 1964, 48. 420-424.

97

---

- Psychology 1165

?

2 ?

£Iu&Uly bco

,

?

?

Sampson,.

Gloria & Richards,

Jack. Learner Language

.

Systems. Language Sciences. August

1973. 18-25.

?

4. ?

Muon, J. A Japanese child

learns English. Workin

g

Papers

n

:oM,Mai2ation,

L 3,

1971, 61-74.

4.

BILINGUALISM

?

1.. ?

Diebold, R. The consequence of

early bilingualism in

cognitive development and personality formation. 1966.

Mi

?

2• ?

Mcnamara, John. Bilingualism and thought. In J. Alatis,

Report of

thr.

, twent

y

-'first annualround table

meetin g

on

I iniuistics and 1nquaqe

studies. Washington: Georgetown

University Press, 1970.

25-45,

5. SOCIAL DETERMINANTS OF SPEECH: BIDIALECTALISM

?

1. ?

Bereiter, C. and Engèlmann, S. Teaching disadvantaged

children in the pre-school. Englewood

Cliffs: Prentice-

Hall, 1966, 24-43.

?

. ?

Labov, W. The logicof nonstandard English. In J.E. Alatis

Li q

u1stics and

thr

teachin g

of standard En g lish to

!p3akers of other lanquaes or dialects. Georgetown

University Noyrah Series on Languages and Linguistics,

No.

22,

1909. Pp. 1-43.

?

3.

?

Lahov, Wii1iai'.. Finding out about children's language.

?

Working Paper in Communication, 1, 1, 1970, 1-29.

Raspberry, W. Should Ghettoese be accepted? Today's

Education, 1970, 59,

4, 30-31, 61-62.

?

5.

?

Sledd, Ja

p

ies. Bi-Dialectalism: The Linguistics of White

Supremacy. English Journal, Dec. 1969, 58

1

9. 1307-15.

LINGUISTIC

R4LATIVITY

1.

Amalu, Sammy. Language controls thought. IIono1(Iu Star-

Bulletin, Nov. 1971.

2. ?

Whorf, Benjamin Lee.

Science and

Linguistics.

Review.

1940, ?

42, No.

6. ?

229-231;

247-248.

4.

rivol

---

Iycho'ogy 36

?

Lerg

?

. ?

Miller,

George

A.

& McNeill David. The

W1-iorfian

Hypothesis.

In G. Lindzey & E.

Aronson. (Eds.)

Handbook of social

psycholo gy

, Vol. 3, 2nd ed. Reading, Mass.: Addison-Wesley,

1967.

?

L'j.

728-741.

C ?

i1. ?

Lerrneberg,

1ric. Ij.olo

g

ical foundations of language.

Chapter

8

New

York: Wiley.

5.

Niyekawa;

Howard, Agnes. The current status of the lin-

guistic relativity hypothesis. Workin

g

Papers in Linguistic

1972, 4, 2, 1-30.

6.

Black,

Max.

Some

Troubles with Whorfianism.

In

Sydney Hook

(Ed.)

Lan

g

ua

g

e and

p

hiloso

p

hy

. New

York: New York Universit

Press, 1968. Pp. 30-35.

0

---

S

PSYCHOLOGY 370

Dr. Marcia

?

Spring,

174

Course content will

involve

discussion of the the

.

ories of Freud

and classical psychology theorists, Erikson, Jung, Dollard and

Miller,

and Rogers. If time permits, lectures will also supplement

readings

in neo-Freudian theory, statistically-based theories (e.g., Cattel].,

Eysenck), and existential theories. Labs will be structured

so as to

furnish a coon experiential base for theoretical issues

covered in

lectures. These

will include tapes, films, role-playing, etc.

Grades

will be based upon two types of performance:

a baseline

•

?

knowledge of thenretical terms demonstrated at final

examination time

and a project (optional) decided upon between the instructor and the

student. Students may be requested to participate as

subjects in a

study on personality theory.

Text is: Personality and Psychotherapy Joseph F. Rychlak -

Houghton Mifflin.

.

1oo

---

4

?

PSYCHOLOGY 3&)

INSTRUCTOR: Chris

Davis ?

Snrtng 1Q72

TEXT: Phvsioloical Ps

y cholog y , Peter

M. Milner, Molt, Rinehart

and Winston.

Lecture: A nrogressive examination of single nerve cells, their

integration into sensor

y and motor s

y

stems and integrative

mechanisms.

C

neurones

Ne uroanatomnv

S p inal Motor System

Central Motor Mechanisms

The Cortex

Receptors

Taste and Smell

The Somatosensorv Systems

The Visual System

Mochemistrv of Learning and Memory

The Vestibular and Auditor

y

Systems

Language and Cerebral Dominance

Sleep and Arousal

Attention

Regulator

y Mechanisms

of Motivation

Self Stimulation and Motivation

The Frontal Lobe Syndrome

Psychophysiologv of Learning and Memo

.

The

social

implications of brain function will he considered where

appropriate.

Laborator y

: Disection of human brain, demonstration of recording of

nerve and muscle notentials, EEC recordin

g , leading to

individual

projects in one of these areas.

Grade: Lecture exam and laborator

y

performance both contribute relati

values to he determined in consultation with class.

AM

---

S

?

r1;YcHoLocY 385

I ?

Animal flehdviour

Lecturer: Pruce Alexander

Lab Instructor: Pot vet assigned, hopefully Tert Kay

The lecture portion of the course will deal with behavioural evolu Iion,

social organization of various animal species, and comparative studies of

learning ability.

recondar',

topics will include behavioural genetics and

human etl.nology.

The emphasis will be on samplinF, broadly from the literature and

developing a few central theoretical ideas, namel

y

behaviour as an evolve

trait, t:h' interweaving of genetic and environmental determinants of hehaiour,

and the animal species. as a culmination rather than a rung in a psychogentic

ladder.

A book of readin

g

s has been ordered at the bookstore (McGill, s

edition). Ither readings will probably be assigned.

Mr ?

will. he •ssigned in the conventional way, on th

y

' basis of an

-xam and ri present'Jcn.

The lab il-1

1

. be

Lasicaliv

a discussion groun. There will he a num er

of movie; and students will be expected to make a report on their own invsti-

r

,ticn (:'eading or obser'vat:ional) of an animal species which interests thEm.

.

02

---

-0

Psychology 401 - Summer Semester 1974 - A. L. Diamond

Text: Marx and Hhllix. Symptoms and Theories of Psychology, McGraw

Hill (2nd Ed.) N.Y. 1973.

Recommended Readings

1. Hulin, W.S.

A

Short

History

of Psychology, Henry Molt &

Co., N.Y. 1934.

2.

Boring, E.G. A History of Experimental Psychology,(2nd ed.),

Appleton Century, N.Y. 1950.

3.

Skinner, B.F.

Beyond Freedom& Dignity, Alfred Knopf, 1971.

.

Topics

1. Early History of Psychology

2. Systems of

Psychology

a.

Associationism

b.

Structuralism

c.

Functionalism

d.

Behaviorism

e.

Gestalt

Psychology

f. Psychoanalysis

3. Science and Theory in Psychology

6. Contemporary Theories

Grades

1. Two exams:

2.

One term paper or project:

3.

Participation and presentation:

Page Ass1gnment in Text

28-45

86,.

88

89-112

113-138

139-164

165-204

205-240

241-278

3-27, 45-85

279-450

one-third

of grade

one-third of

grade

one-third of grade

103

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